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Roger T. Johnson

Bio: Roger T. Johnson is an academic researcher from University of Minnesota. The author has contributed to research in topics: Cooperative learning & Academic achievement. The author has an hindex of 78, co-authored 250 publications receiving 35630 citations.


Papers
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Book
01 Apr 1989
TL;DR: One day, you will discover a new adventure and knowledge by spending more money as discussed by the authors. But when? Do you think that you need to obtain those all requirements when having much money? Why don't you try to get something simple at first?
Abstract: One day, you will discover a new adventure and knowledge by spending more money. But when? Do you think that you need to obtain those all requirements when having much money? Why don't you try to get something simple at first? That's something that will lead you to know more about the world, adventure, some places, history, entertainment, and more? It is your own time to continue reading habit. One of the books you can enjoy now is cooperation and competition theory and research here.

2,735 citations

Book
11 Oct 1998
TL;DR: Cooperative, competitive, and individualistic learning as discussed by the authors ) are three types of cooperative learning: cooperative base groups, competitive learning, and competitive individualistic (CIL) learning.
Abstract: Preface. 1.Cooperative, Competitive, and Individualistic Learning. 2.Cooperative Learning. 3.Informal Cooperative Learning. 4.Cooperative Base Groups. 5.Basic Elements of Cooperative Learning. 6.Integrated Use of All Types of Cooperative Learning. 7.Assessment and Evaluation. 8.Structuring Competitive Learning. 9.Structuring Individualistic Learning. 10.Integrated Use of Cooperative, Competitive, and Individualistic Learning. 11.Reflections. Glossary. References. Index.

1,754 citations

Journal ArticleDOI
TL;DR: In this article, the authors examined the effectiveness of cooperation with and without intra-group competition, inter-personal competition, and individualistic goal structures, by using a meta-analysis.
Abstract: This article examines 122 existing studies concerning the effectiveness cooperation with and without intra-group competition, inter-personal competition, and individualistic goal structures, by using a meta-analysis. Three types of met-analysis are performed: vote method, effect-size method, and z-score method. Results indicate that cooperation is superior to competition and individualistic efforts for increasing achievement and productivity, cooperation without inter-group competition is better than cooperation with inter-group competition, and no significant differences occur between interpersonal competition and individualistic efforts on achievement and productivity. The authors conclude that these findings should have significant impacts for education and industry.

1,627 citations

Journal ArticleDOI
TL;DR: More than 1,200 research studies have been conducted in the past 11 decades on cooperative, competitive, and individualistic efforts as mentioned in this paper, and the results from these studies have validated, modified, refined, and extended the theory.
Abstract: The widespread and increasing use of cooperative learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which cooperative learning is built. More than 1,200 research studies have been conducted in the past 11 decades on cooperative, competitive, and individualistic efforts. Findings from these studies have validated, modified, refined, and extended the theory. From the theory, procedures for the teacher’s role in using formal and informal cooperative learning and cooperative base groups have been operationalized. Those procedures are widely used by educators throughout the world. The applications have resulted in revisions of the theory and the generation of new research.

1,521 citations


Cited by
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Book
01 Jan 2012
Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

10,294 citations

Book
19 Nov 2008
TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

6,776 citations

Journal Article

5,680 citations

Journal ArticleDOI
TL;DR: Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
Abstract: This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

5,678 citations

Journal ArticleDOI
TL;DR: The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning and supports active learning as the preferred, empirically validated teaching practice in regular classrooms.
Abstract: creased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

5,474 citations